QUALITYstarsNY/NAEYC: Non-aligned Standards LEARNING ENVIRONMENT

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1 QUALITYstarsNY/NAEYC: Non-aligned Standards Note: As a program accredited by the National Association for the Education of Young Children (NAEYC), you will receive up to 159 automatic points. This does not translate to an automatic star rating. To receive a star rating, the program director and all staff members must create accounts with Aspire, New York s Registry for Early Childhood Professionals, and complete professional profiles. This is how QUALITYstarsNY generates points for the Qualification and Experience standards. To be rated at 3 stars or higher, programs must have an Environmental Rating Scale (ERS) assessment conducted by a QUALITYstarsNY ERS Assessor. Additional points may be earned by submitting documentation for the any of the standards that are not aligned with NAEYC accreditation. These non-aligned standards are listed below. LEARNING ENVIRONMENT Classroom Environment (CE) CE 1 CE 2 CE 3 CE 4 CE 5 Program administrative staff attends training on the Environment Rating Scales (ERS). Program completes an ERS self-assessment using the appropriate scale(s) and writes an improvement plan to address subscale scores below Program has an independent ERS assessment and achieves an overall score of Written improvement plan for subscale scores below Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of Written improvement plan for subscale scores below Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of 5.50 or higher. Written improvement plan for subscale scores below DOCUMENTATION (At least one documentation is required) 2 Training certificate as indicated by Aspire 8 Completed ERS self-assessment report with overall score, subscale scores, and written improvement plan 30 Completed ERS report with written improvement plan 40 Completed ERS report with written improvement plan 50 Completed ERS report with written improvement plan Child Observation & Assessment (COA) QUALITYstarsNY/NAEYC: Non-aligned Standards

2 COA 10 Program can document that aggregated assessment results are used to inform program practice. Curriculum Planning & Implementation (CPI) CPI 3 Program uses a written curriculum or curriculum framework that is evidence-based, meaning research has been conducted regarding the relationship between the curriculum and children s learning. 2 Statement of how program uses assessment data to inform program practices Aggregated data report(s) and Improvement plan(s) 3 Evidence of use of one of the following curricula: Before ABCs: Promoting School Readiness in Infants and Toddlers Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Second Edition), Zero to Three Cradling Literacy Creative Curriculum Create Curriculum for Infants, Toddlers, and Two s High Scope Curriculum The Montessori Approach Other submit evidence that curriculum is evidence-based CPI 4 Program uses a written curriculum or curriculum framework that aligns with the NYS Early Learning Guidelines and/or the Pre-K Foundation for the Common Core. 4 Curriculum or curriculum framework Completed curriculum crosswalk Physical Well-being and Health (PH) Program enrolls children 12 months of age and older Yes, continue No, go to PH3 PH 2 Program provides opportunities for toddlers and/or preschoolers to have at least 15 minutes of developmentally 1 Parent handbook Policy statement appropriate, structured and unstructured, moderate to vigorous Daily schedule or plan physical activity (both inside and outside) for every hour they are in care. For example, in a 3 hour program, children should have at least 45 minutes of physical activity in total, not necessarily continuously. PH 3 Program has a policy that details the use of TV/video for 2 Policy statement children, including that TV/video is never used during nap and meal time or for children birth to age 2. For children ages 2 to 5 there is no more than 30 minutes once a week of high quality educational or movement-based commercial-free programming. PH 5 Program adopts a formal obesity prevention program. 1 Evidence of adoption of an QUALITYstarsNY/NAEYC: Non-aligned Standards 2

3 PH 6 Teaching or administrative staff attends training regarding implementation of the obesity prevention program. obesity prevention program such as program assessment, action plans, timelines or goal statements 1 Training certificate as indicated by Aspire FAMILY ENGAGEMENT Communication (C) Program enrolls children under 12 months of age Yes, continue No, go to C2 C 5 Program communicates with families in writing about staff member s educational qualifications and professional experience. 3 Handbook with staff qualification information Photograph of bulletin board Staff member profiles Website Family Involvement & Support (FIS) Program enrolls children under 12 months of age Yes, continue No, go to FIS 2 FIS 7 Program completes a program assessment using a tool on family responsive practices such as the Center for the Study of Social Policy s Family Strengthening Self-Assessment tool and results are used for program improvement. 3 Completed self-assessment Self-assessment report Program improvement plan FIS 8 Program completes a self-assessment of cultural competence using a tool, such as the National Association for the Education of Young Children Pathways to Cultural Competence Checklist, the Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings from the National Center on Cultural Competence, or other tool. The results are used for program improvement. The home language of 50% or more of the children is a specific language other than English and continue No, go to Transitions FIS 11 Program employs at least one staff member who speaks the home language(s) of the children. 3 Completed self-assessment checklist Improvement Plan Yes, list language 4 Resumes of staff showing language fluency Attestation statement from the staff person(s) Evidence of bi-lingual CDA QUALITYstarsNY/NAEYC: Non-aligned Standards 3

4 Transcripts Program Information Report (Head Start) QUALIFICATIONS AND EXPERIENCE Administrator Qualifications (AQ) AQ 1 AQ 2 AQ 3 AQ 4 AQ 5 AQ 6 Associate s degree in ECE or an Associate s degree in a related field and at least 9 credits in ECE, or any Associate s degree and at least 24 credits in ECE. Bachelor s degree in ECE or a Bachelor s degree in a related field including at least 9 credits in ECE, or any Bachelor s degree including at least 24 credits in ECE. Master s degree or higher in ECE, or a Master s degree or higher in a related field including at least 9 credits in ECE or any Master s degree or higher including at least 24 credits in ECE. 3 to 5 college credits (4.5 to 7.5 CEUs) in management, supervision, leadership, and/or administration. 6 to 8 college credits (9 to 12 CEUs) in management, supervision, leadership, and/or administration. 9 or more college credits (13.5 or more CEUs) in management, 6 Training as indicated by ASPIRE 12 Training as indicated by ASPIRE 16 Training as indicated by ASPIRE 1 Training as indicated by ASPIRE 2 Training as indicated by ASPIRE 3 Training as indicated by ASPIRE supervision, leadership, and/or administration. AQ 7 Children s Program Administrator Credential (CPAC) 4 Training as indicated by ASPIRE AQ 8 NYS School Administrator certificate 4 Training as indicated by ASPIRE Administrator Experience (AE) AE 1 At least 3 years of experience in supervision or management in an early care and education program 3 Experience as indicated by ASPIRE Teaching Staff Qualifications (TSQ) TSQ 1 First Aid/CPR training 2 Training as indicated by ASPIRE TSQ 2 Child Development Associate (CDA) credential with Preschool 20 Training as indicated by ASPIRE specialization Child Development Associate (CDA) credential with Infant- Toddler specialization TSQ 3 Montessori Infant/Toddler Credential 25 Training as indicated by ASPIRE QUALITYstarsNY/NAEYC: Non-Aligned Standards 4

5 Montessori Early Childhood Credential Montessori International Credential TSQ 4 NYS Infant-Toddler Credential 28 Training as indicated by ASPIRE TSQ 5 18 college credits in ECE/CD 32 Training as indicated by ASPIRE TSQ 6 Associate s degree in ECE, or Associate s degree in a related 35 Training as indicated by ASPIRE field and 9 ECE credits, or any Associate s degree including at least 24 credits in ECE. TSQ 7 Bachelor s degree in ECE, or Bachelor s degree in a related 42 Training as indicated by ASPIRE field and 9 ECE credits, or any Bachelor s degree including at least 24 credits in ECE. TSQ 8 Master s degree or higher in ECE, or Master s degree in a 45 Training as indicated by ASPIRE related field and 9 ECE credits or any Master s degree or higher including at least 24 credits in ECE. TSQ 9 NYS Early Childhood Teacher (Birth Grade 2) Certificate NYS Students with Disabilities (Birth Grade 2) Certificate 5 Training as indicated by ASPIRE Teaching Staff Experience (TSE) TSE 1 At least 3 years of experience teaching in an early care and education program 4 Training as indicated by ASPIRE Retention (R) R 1 The overall retention rate for teaching staff is 80% or above. 4 Retention calculation will be done automatically based on staff information in ASPIRE MANAGEMENT AND LEADERSHIP 1 1 NOTE: For multi-site organizations and for multiple school programs in a single school district, some of these criteria may be met overall by reference to sections of a union contract or the organizational personnel policies. QUALITYstarsNY/NAEYC: Non-Aligned Standards 5

6 Financial Accountability & Sustainability (FAS) FAS 3 FAS 8 State and federal taxes are paid or IRS Form 990 is filed on time. Program has established procedures to market and fill open child care slots/vacancies. Policies and Procedures (PP) PP 5 PP 6 All program staff participates in at least 4 staff meetings during operational months. Written notes are taken at program staff meetings and then shared with staff. 2 IRS Form 990 Attestation statement from accountant 3 Marketing procedures/statement 2 Dated staff meeting attendance lists Program calendar indicating staff meetings Dated meeting notes Dated meeting agendas 2 Meeting notes from at least 2 meetings within previous 12 months AND PP 9 Teaching staff have individual professional development plans that match the Core Body of Knowledge: New York State s Core Competencies for Early Childhood Educators (CBK) competency areas. , memo, or picture referencing notes 5 Core Body of Knowledge Professional Development Plans (one completed plan with identifying information removed for each teaching and supervisory position) Other Professional Development Plan AND A statement of how Plan(s) refer to the CBK competencies Staff Planning (SP) SP 2 SP 3 SP 4 Program provides lead teachers with at least 1 hour of paid planning time per week. Program provides at least 1 hour every other week of paid planning time for classroom staff to plan together (away from children). Staff has access to computers and the Internet during planning time. 4 Staffing plan indicating Policy statement 4 Policy statement Staffing plan Evidence of staff meeting Attestation statement 2 Staff handbook Policy statement QUALITYstarsNY/NAEYC: Non-Aligned Standards 6

7 Staff s QUALITYstarsNY/NAEYC: Non-Aligned Standards 7